Smith, Daryl G., Lisa Wolf-Wendel, Bonnie Busenberg, and Associates. “
The Pipeline for Achieving Faculty Diversity: Debunking the Myths.” In
Association for the Study of Higher Education (ASHE) Annual Meeting. Memphis, TN: Association for the Study of Higher Education, 1996.
Publisher's VersionAbstractThis study examined the academic labor market experiences of 393 recipients of Ford Minority Fellows, Mellon Fellows, and certain Spencer Fellows who had recently completed doctoral degrees. Of the original 393 individuals, 78 percent responded to telephone interviews that focused on their hiring experiences relative to eight prototypes, which ranged from "sought after" to "never applied for faculty position." Based on the data, the report addresses and debunks five "myths" of the academic labor market and concludes that institutions can raise the level of qualified candidates by improving the search and hiring process, and by considering nontenure alternatives. The report sees opportunities for diversity decreasing in the future and suggests fellowships as a way to provide important networking links. Additionally, it sets out some strategies and principles of good hiring practice for institutions and suggests also that institutions provide graduate students with support in preparing for the job market and be ethical and honest when opportunities for academic posts are limited.
Sonwalkar, Nish. “
Adaptive individualization: the next generation of online education.”
On the Horizon 16, no. 1 (2008): 44-47.
Publisher's VersionAbstractDespite the predictions and expectations that the online education will become a “killer app” and with major impact on education, the first generation of online education has led to more disappointments than success stories. The current – one-size-fits-all static approach is extremely ineffective and leads to increased effort on the part of faculty and instructors teaching online courses. This paper discusses adaptive learning as an alternative transfer of traditional structures from a geographically-based to an online setting. Design/methodology/approach – This article begins with an overview of the development of online education, and concludes that its initial promise has not been fulfilled because the innovations in technology have not been accompanied by any corresponding changes in the way classrooms are structured. It then proposes adaptive learning as a means by which, with the help of digital resources, learning can be adjusted to the needs and interests of individual students. Findings – To improve current state-of-art and to increase effectiveness of the online education, systems that can adapt the content to match the learning preference of the individual learners, termed as the “adaptive learning systems,” are needed. Systems that will support adaptive learning in a university and college environment will facilitate a paradigm shift for instructors to “guide-on-the-side” from “sage-on-the-stage.” Originality/value – This opinion piece argues the need for a massive restructuring of higher education, using a student-centered model.
Stone, Geoffrey, and et al. University of Chicago Report of the Committee on Freedom of Expression. Chicago: University of Chicago, 2015.
Publisher's VersionAbstractA committee of faculty members from across the University was convened by President Robert J. Zimmer and Provost Eric D. Isaacs, chaired by Geoffrey Stone, Edward H. Levi Distinguished Service Professor of Law. They were charged with crafting a statement “articulating the University’s overarching commitment to free, robust, and uninhibited debate and deliberation among all members of the University’s community.” This report reflects the University of Chicago’s commitment to and tolerance of multiple forms of free expression, an important value of the University and its community.